{"title":"Investigating Teachers’ Perceptions of Critical Literacy: A Case Study from Two South African Township Schools","authors":"Naomi Boakye, Tilla Olifant, M. Cekiso","doi":"10.1080/10228195.2021.1942168","DOIUrl":null,"url":null,"abstract":"Abstract Researchers have described critical literacy as an important aspect of literacy in education and in the language classroom. However, this concept, including the notions that underlie it, has not been widely researched in English Second Language (ESL) contexts in Africa. This article reports on a qualitative study that investigated teachers’ perceptions of critical literacy. Interviews were conducted with Grade 8 and 9 teachers in two township schools in the City of Tshwane (Pretoria), South Africa. A thematic content analysis using emerging themes and pre-set questions was used to analyse the interview responses. The findings of the study showed that teachers had little understanding of critical literacy, did not use a critical-reading approach in their classrooms, and cited a range of factors that hampered their efforts to implement critical reading in their ESL classrooms.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":"52 1","pages":"51 - 71"},"PeriodicalIF":0.5000,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Matters","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1080/10228195.2021.1942168","RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"LANGUAGE & LINGUISTICS","Score":null,"Total":0}
引用次数: 1
Abstract
Abstract Researchers have described critical literacy as an important aspect of literacy in education and in the language classroom. However, this concept, including the notions that underlie it, has not been widely researched in English Second Language (ESL) contexts in Africa. This article reports on a qualitative study that investigated teachers’ perceptions of critical literacy. Interviews were conducted with Grade 8 and 9 teachers in two township schools in the City of Tshwane (Pretoria), South Africa. A thematic content analysis using emerging themes and pre-set questions was used to analyse the interview responses. The findings of the study showed that teachers had little understanding of critical literacy, did not use a critical-reading approach in their classrooms, and cited a range of factors that hampered their efforts to implement critical reading in their ESL classrooms.
期刊介绍：
The purpose of Language Matters is to provide a journal of international standing with a unique African flavour focusing on multilingualism in Africa. Although the journal contributes to the language debate on all African languages, sub-Saharan Africa and issues related to multilingualism in the southern African context are the journal’s specific domains. The journal seeks to promote the dissemination of ideas, points of view, teaching strategies and research on different aspects of African languages, providing a forum for discussion on the whole spectrum of language usage and debate in Africa. The journal endorses a multidisciplinary approach to the study of language and welcomes contributions not only from sociolinguists, psycholinguists and the like, but also from educationalists, language practitioners, computer analysts, engineers or scholars with a genuine interest in and contribution to the study of language. All contributions are critically reviewed by at least two referees. Although the general focus remains on multilingualism and related issues, one of the three issues of Language Matters published each year is a special thematic edition on Language Politics in Africa. These special issues embrace a wide spectrum of language matters of current relevance in Southern Africa.
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